Authors

Godfrey O. Casinillo, MAVED, LPT*
Rizwoods Colleges Inc., Cebu City, Philippines
Cebu Technological University-Moalboal Campus, Moalboal, Cebu, Philippines

Janiene C. Fabro
Cebu Technological University-Moalboal Campus, Moalboal, Cebu, Philippines

Roslyn U. Mecidilla
Cebu Technological University-Moalboal Campus, Moalboal, Cebu, Philippines

Marielle S. Languita
Cebu Technological University-Moalboal Campus, Moalboal, Cebu, Philippines

Abstract

For better teaching performance, particularly in the area of TLE, teachers develop instructional competencies while honing their compromising skills. Several studies have been done on this topic. However, no specific research has been done on the diminished abilities of TLE teachers. Researchers studied the experiences of TLE teachers and phenomenology to understand how they influence students’ capacity to learn work-related skills. The interpretive phenomenological analysis (IPA), developed by Moustakas and improved by Vann Kaam, was utilized in this study together with a Heideggerian phenomenology design. The study included ten participants who met the inclusion criteria and had relevant lived experiences. They were participants from the public Bitoon National Vocational High School. The gathered information was analyzed and explained. Bracketing was utilized to avoid bias. After gathering their data, the researchers discovered four recurring themes: the compromised, the sum, the storm, and the silver lining. Every theme is pertinent to every teaching and learning experience that TLE teachers have had. In order to address teachers’ concerns about their skills to teach TLE subjects and to gain support, it serves as inspiration for other educators, students, and school administrators. It is recommended that these TLE teachers begin holding conferences to exchange best practices.

Keywords:  Compromised skills, TLE teachers, IPA, phenomenology.

*Corresponding author / Email: casinillogodfrey18@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031520

Recommended citation:
Casinillo, G. O., Fabro, J. C., Mecidilla, R. U., & Languita, M. S. (2026). Compromised skills in teaching technology and livelihood education: A phenomenology. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 4062-4072. http://doi.org/10.69651/PIJHSS05031520

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